The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.

1. Connectivist Learning and the
Personal Learning
Environment
Stephen Downes
University of Wollongong
April 3, 2009

2. The Plan….
• The Connectivist Learning Model
• What Personal Learning Looks Like
• The Connectivist Online Course
• The gRSShopper PLE
• Free Learning
• Designing Connectivist Learning

3. Learning…
• Two major aspects:
• ‘knowledge’ is to be organized in a
certain way
• - ‘knowing’ is like ‘recognizing’, ie.,
pattern matching

4. Connectivism
• The theory that knowledge and
learning can be described and
explained using network principles
• ‘Learning’ is not to acquire a set of
facts, but rather, to develop or ‘grow’
into a certain neural configuration

5. Connectivist Learning theory
• Based on principles of associationism
• Four major ways to learn:
– Simple (Hebbian) associationism
– Accidental association (by proximity)
– Back-Propagation
– Boltzmann learning

6. Connectivist Pedagogy
• To ‘teach’ is to model and
demonstrate
• To ‘learn’ is to practice and reflect
• Both imply participation in what
might be called ‘an authentic
community of practice’

7. Role of the teacher
• To practice one’s work in an open
manner; to work transparently
• To ‘work’ is to engage in a
community
• To be openly reflective, eg., to
write about the work

8. Role of the Learner
• To attach oneself to an authentic
environment
• To observe and emulate
successful practice
• To be ‘reflective’, ie., to engage in
conversation about the practice

9. The Connectivist Learning Model

10. Model The question is – how to
transport and represent
models that are actually
- conceptual frameworks used?
- wiki (wiki API, RSS)
- concept maps (SVG, mapping format)
- gliffy (SVG?)
- reference frameworks
- Wikipedia
- video / 2L 3D representation – embedded
spaces

11. Demonstrate
Demonstrate The question is, how
- reference examples can we connect the
- code library learner with the
- image samples community at work?
- thought processes
- show experts at work (Chaos Manor)
- application
- case studies, stories

12. Practice
The question is, how can
we enable access to
- scaffolded practice multiple environments
- game interfaces that support various
- sandboxes activities?
- job aids
- flash cards, cheat sheets
- games and simulations
- mod kits, mmorpgs

13. The question is, how can we
Reflection assist people to see
themselves, their practice, in
- guided reflection a mirror?
- forms-based input
- presentations and seminars
- journaling
- blogs, wikis
- communities
- discussion, sharing

14. Choice – Identity - Creativity
- simulated or actual environments
that present tasks or problems
- OpenID, authentication, feature or
profile development
- Portfolios & creative libraries
People talk about ‘motivation’
– but the real issue here is
ownership

15. What does personal learning
mean for learners?

16. A world of free learning
resources…
http://educationvault.blogspot.com/2008/08/zaidlearn-ocw-oer-lists.html
Don’t like the word ‘free’? Deal with it…

17. User generated Content
–Personal, opinionated

18. Connections, connections…

19. Immersive Learning

20. New Roles
– For students - as creators of learning
– For teachers - as coaches and mentors
– For the rest of us - as teachers

21. • Learning as a network phenomenon…

22. • Networks of interactions
(aggregate, remix, repurpose, feed
forward) – syndication
An ecology…

23. • The personal learning centre
Autonomy
http://blog.core-ed.net/derek/2006/11/more_on_mles_and_ples.html
http://getfeedforward.org/

24. Connectivism &
Connective Knowledge

25. The Best Example…
• 12 week course, readings, activities…
• The course on connectivism is probably
the best (early) example of what we
mean
– We began with the course itself – what we
wanted to cover
– We then added communications tools
– And then the students took over…

26. Overview…
• George Siemens and I ushered roughly
2200 students through a 12 week online
course
• Some of these paid tuition and are
getting credit, but most of them
attended the ‘open’ course

27. The Course
• Offered through the University of
Manitoba
– 12 weeks long
– credit in Certificate in Adult and Continuing
Education and Certificate in Emerging
Technologies for Learning
– Explored the concepts of connectivism and
connective knowledge

28. Connectivism
“At its heart, connectivism is the thesis
that knowledge is distributed across a
network of connections, and therefore
that learning consists of the ability to
construct and traverse those networks.”
What Connectivism Is
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

29. Course Components
• The Wiki…
http://ltc.umanitoba.ca/wiki/Connectivism

30. Course Components (2)
• Open Enrollment
• The course was advertised in both of our blogs…

31. Course Components
• Readings….

32. Course Components (3)
• The Blog
http://ltc.umanitoba.ca/connectivism/

33. Course Components
• Course Moodle Forum
http://ltc.umanitoba.ca/moodle/course/view.php?id=20

34. Course Components
• Pageflakes Site
http://www.pageflakes.com/ltc

35. Course Components
• Elluminate Discussions (Wednesdays)

36. Course Components
• Ustream
http://www.ustream.tv/recorded/688902

37. Course Components
• Twitter…
http://twitter.com/cck08

38. Course Components
• gRSShopper…

39. The Main Idea
The web of the future isn’t about visiting
sites, it’s about connecting resources.

40. Architecture
The application provides mechanisms to
input, process, and distribute content.

41. Login
gRSShopper instances are personal sites
intended to support single users or small
groups (though visitors can sign in).

42. Subscriptions
Visitors have a one‐click way to
subscribe to site newsletters (or they
can sign up for RSS).

43. Custom Pages
Content is organized into pages

44. Archive
Pages auto‐archive

45. Custom Pages
Multiple pages can be created; each
page can be a newsletter (or not; you
decide)

46. Page Creation
Pages are created automatically from a
database of content types

47. Feed
Management
Content input comes from RSS feeds
harvested by gRSShopper

48. Harvester
Harvester captures and analyzes
incoming data (by topic, links, etc)

49. Mapping
Incoming content can be mapped to any
of a variety of data types

50. Viewing
Harvested
Content
Harvested contents may easily be
scanned in a viewer

51. Post Editor
Work with aggregated content to create
new content

52. Open Source
gRSShopper code is available as an open
source download

53. More
http://www.downes.ca
http://grsshopper.downes.ca

54. Course Components
• The Daily
http://connect.downes.ca/

55. Course Components
• Managing Content

56. Course Components
• Feed Harvesting

57. Course Components
• OPML…

58. Course Components
• Intro…

59. The Students
• The Course Map…
http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/

60. The Students
• The Other Course Map…
http://tinyurl.com/cck08map

61. The Students
• Add to the Map - Video
http://thecleversheep.blogspot.com/2008/09/cck08-is-truly-global.html

62. The Students
• Wordle… 1

63. The Students
• Wordle… 2

64. The Students
• Wordle… 3
http://www.flickr.com/photos/25838481@N04/

65. The Students
• Word of Mouth
http://fleeep.net/blog/2008/08/03/educators-
cck08-connectivism-connective-knowledge-
course/

66. The Students
• Google Groups
http://groups.google.com/group/connectivism

67. The Students
• Translations…
http://ltc.umanitoba.ca/wiki/Conectivismo_-_Curso_online

68. The Students
• Dekita…
http://dekita.org/orchard/CCK08_/

69. The Students
• Second Life…
• Diigo…
• de.l.icio.us
• WordPress…

70. Free Learning
• The picture of learning you should have
is one of a large set of connected nodes
(like the neurons in a brain)
• Teachers are nodes, students are
nodes
• Both teaching and learning consists of
sending and receiving communications
to other nodes

71. • The learning in such a picture happens
in two ways:
• First, society learning as the network of
connections between individuals takes
shape
• Second, individuals learn as the
process of being a node shapes
connections in their own brains

72. • The communications between nodes
were, in former days, text based
(consisting of language)
• The materials used for such
communications were free - the letters,
the words, the grammar, the syntax
• Nobody owned language (though there
are pressures to change that)

73. • Communications today are in the form
of (what might be called) multimedia
objects
• We send cultural artifacts back and
forth to each other, as though the were
words
• Example: lolcats, YouTube videos,
Flickr images, the rest

74. • Cultural artifacts, as the new language,
need to be free - otherwise we can’t
communicate - otherwise, we are
stifled, muted
• The free movement of cultural artifacts
fosters learning - the hindered
movement of such artifacts fosters
control

75. • Al Gore - The Assault on Reason -
clearly describes the consequences of
this
• Gore: a society that used to think for
itself (through reading) is now one that
has its thinking done for it (through
television)

76. Understanding ed delivery
• Today’s dominant understanding of
educational technology is as a system
• This needs to be contrasted (as before)
with one based on standards
• By this I do not mean ‘learning object
metadata’ (which is totally a publisher
mindset)

77. • Educational institutions need to think of
their offerings as entities that will be a
part of, and interact with, the larger
environment
• For example, again: the photo editor
that connects to Flickr
• Think about what an art appreciation
resource would do with Flickr photos

78. • Not just that - they need to use this data
to form composite wholes
• Eg. The application that takes photos
tagged ‘St. Peters’ to create an image
built from thousands of Flickr photos
• (This is the fundamental understanding
behind connectivism)

79. • Educational institutions need to:
– Make resources available for use in other
contexts (rather than having students come
to them)
– Such material will be offered to people
automatically, in other contexts, and may
or may not be used (deal with it)

80. • Resources will be offered:
– Student-selected, from a ‘library’ (which
you share with other ‘publishers’)
– Event-driven, by the system, which will
offer a resource at an appropriate time
– Time-driven (think of Tony Hirst’s RSS-
driven course)
– Instructor (or mentor, or coach) driven - as
in a blog offering or RSS feed

81. • These resources need to:
– Be able to learn about the environment
they are being offered in
– Be able to learn about the student
– And to get this information, not just locally,
but from anywhere on the internet
– Communicate state and other information
to other (authorized) systems and services

82. Where we are
• Not ‘there’ yet…
• Institutions do not (yet) understand how
to deliver to external systems
• But we are seeing first signs - eg.,
iTunes University
• We may see it inside ‘courses’ first - but
the long-term trend is to open delivery

83. The Principles
1. Diversity
We want to encourage students to
engage in diverse readings, diverse
environments, diverse discussions

84. The Principles
2. Autonomy
We want students to chart their own
course, to select their own software, to
pursue their own learning

85. The Principles
3. Interaction / Connectedness
The knowledge in this course emerges as
a result of the connections among the
students and staff – and is not some
‘content’ shoveled from experts to
recipients

86. The Principles
4. Openness
We don’t draw barriers between ‘in’ and
‘out’ – which means we can
accommodate the full engaged, the
partially engaged, and the rest –
creating strong ties and weak ties

87. Thanks!
http://www.downes.ca